Religion and belief in higher education: the experiences of staff and students

Transcription

1 Religion and belief in higher education: the experiences of staff and students

2 Equality Challenge Unit This report was researched and written by Professor Paul Weller of the Society, Religion and Belief Research Group, University of Derby, and Dr Tristram Hooley and Nicki Moore of the International Centre for Guidance Studies, University of Derby. Acknowledgments The team would like to thank colleagues in the International Centre for Guidance Studies, stakeholders, staff and students in the HEIs who supported and contributed to the project. Particular thanks go to Dr Kristin Aune, Lesley Gyford, Professor Dennis Hayes, Dr Phil Henry, Sukhi Kainth and Heather Morgan. The following organisations have provided ongoing support: = = All-Party Parliamentary Group Against Antisemitism = = Church of England Board of Education = = Community Security Trust = = Federation of Student Islamic Societies = = GuildHE = = Higher Education Equal Opportunities Network = = Hindu Forum of Britain = = Inter Faith Network for the UK = = National Federation of Atheist, Humanist and Secular Student Societies = = National Hindu Students Forum = = National Union of Students = = Network of Buddhist Organisations (UK) = = Student Christian Movement = = Three Faiths Forum = = UK Council for International Student Affairs = = Union of Jewish Students = = Universities UK = = University and College Union = = Young Jains Contact Chris Brill info@ecu.ac.uk Dr Tristram Hooley t.hooley@derby.ac.uk

3 Religion and belief in higher education: the experiences of staff and students Contents Executive summary 1 Recommendations 13 Reflective questions 15 1 Introduction Background Aims Methods 24 2 Participation and access Data collection and consultation Teaching and learning Dietary matters Alcohol Summary 53 3 Religious observance Prayer, worship, meditation and celebration Religious dress and symbols Summary 73 4 Discrimination and harassment Level of discrimination and harassment Types of discrimination and harassment Institutional responses Summary 93 5 Good relations Interaction between members of religion or belief groups Tensions between different protected characteristics Freedom of speech Summary Conclusions 109 References and resources 111 Appendix: Methodology 117 Equality Challenge Unit, July 2011

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5 Executive summary Whether the ethos of an individual higher education institution (HEI) is self-consciously secular or based on a religious heritage, all HEIs have had to address shifts in the role and nature of religion or belief in wider society. Over the past few decades, the religion or belief composition of students and staff in UK HEIs has diversified substantially. This process has been extended by a growth in the number of international students, who have brought an even broader range of religion or belief positions. Religion or belief has become a much more visible marker of identity, and in many institutions shapes thought and practice more than it did previously. Higher education has also seen, and been part of, a series of socio-cultural shifts in the place of religion or belief in UK society. Legal changes, including the Equality Act 2010, have established religion or belief as an equality strand with protected characteristics status in law. For UK higher education, these changes are challenging and require thoughtful responses. HEIs are looking for evidence on which they can draw to develop policies, practices and procedures to improve the opportunities of staff and students for learning, teaching, research and employment, and their broader experiences on campus. This research is the first of its kind to focus on whether and how staff and students experiences on campus differ because of their religion or belief. It is important to note that, in addressing matters relating to religion or belief (including discrimination or harassment on these grounds), belief in this sense includes non-religious as well as religious beliefs. This follows equality and human rights law and related policy and practice. The report aims to provide evidence of existing issues, and to highlight questions arising from the research for HEIs to consider in meeting potential challenges. It identifies a number of issues for consideration by the sector as a whole. It is hoped that the project will assist national bodies, including Equality Challenge Unit (ECU), and institutions in their work to improve the experiences of all staff and students. It will also be of interest to other external bodies, such as faith community, belief and inter-faith organisations, which may work to support HEIs in providing a positive learning and working environment for staff and students of various religion or belief backgrounds. July

6 Executive summary The research This report presents key evidence from Religion and belief in higher education: researching the experiences of staff and students, a research project commissioned by ECU. The research methods used for this project took into consideration institutional contexts and backgrounds to religion or belief issues to ensure sensitivity to the issues involved. The project utilised the experience of the project stakeholder group in designing all research approaches. A range of research methods were used, including: = = national staff and student surveys = = institutional case studies, focus groups and interviews = = stakeholder engagement with national religion or belief groups, staff and students unions, and equality and diversity practitioners = = literature review The project sought to collect a large number of staff and student experiences through the surveys, and to develop a comprehensive picture of the issues within each HEI. Case studies included observation and the collection of documentation as well as interviews or focus groups. Survey responses It is important to note that this survey was not intended to be statistically representative, as in higher education there is a current lack of the data that would allow the necessary sampling to take place. Because of the impossibility of constructing a precise sample, readers should not attempt to extrapolate figures and percentages given in this report across the sector as a whole. Overall, 3077 staff and 3935 students responded to the survey. For both staff and students, the highest percentage of respondents considered themselves to be Christian. The second largest group in both cases were respondents who considered themselves to be of no religion (including atheist and secular respondents). 2 Religion and belief in HE: the experiences of staff and students

7 Executive summary Table 1.1 Student survey responses by religion or belief group Number Percentage Christian No religion Muslim Spiritual Pagan Buddhist Hindu Jewish Other Sikh Uncodable Total 3935 * * may not total exactly 100% due to rounding July

8 Executive summary Table 1.2 Staff survey responses by religion or belief group Number Percentage Christian No religion Spiritual Muslim Other Hindu Pagan Buddhist Jewish Sikh Uncodable Total 3077 * * may not total exactly 100% due to rounding 4 Religion and belief in HE: the experiences of staff and students

9 Executive summary Case studies For the purposes of this research, the study distinguished between four broad categories of HEI: = = collegiate ancient universities = = redbrick universities = = new universities = = university colleges (colleges of higher education), including church colleges The sample included two HEIs in each of the redbrick, modern and university college (college of higher education) categories, and one collegiate ancient university. Institutions were selected to ensure a geographical spread, including one in each of the four countries of the UK. Full reports on the surveys and stakeholder meetings, and the literature review, can be found on the project website, The findings This study examines the experiences of staff and students with a religion or belief in higher education through four themes developed through an examination of previous research and ongoing work with institutions, unions, student-led religion or belief organisations, and other stakeholders. = = Participation and access = = Accommodating religious observance = = Discrimination and harassment = = Good relations Participation and access HEIs, students unions and students societies have a role in ensuring that all staff and students can participate fully in higher education. With no previous legal obligation for HEIs outside Northern Ireland to monitor matters related to religion or belief, there is little evidence of the extent of participation across the sector. July

10 Executive summary Access While some in religion or belief groups feel able to access the full range of activities and provision offered by HEIs, others feel unable to do so, at least in part because of their HEI s understanding of the requirements of their religion or belief and/ or lack of institutional accommodation of these. Equality legislation underpins public bodies approaches to the provision of goods, services and education, and helps to ensure that all individuals, including those with a religion or belief or none, feel fully able to access and participate in university life. Data collection and consultation Data collection and consultation are important components in developing appropriate religion or belief-sensitive provision. An institution s ability to make judgments about the adequacy of its provision requires appropriate data collection. In the case of religion or belief, the research has revealed that there is only patchy data-gathering of this information at any level despite the fact that respondents and participants in the research generally were content for this to take place, subject to the provision of a clear rationale for data collection and the existence of appropriate controls over data collection and use. Table 2.1 Institutions approaches to monitoring staff religion or belief On an equal opportunities form when you applied for your job On HR forms related to your actual employment On your employer s pension scheme forms Number Percentage At your institution s health centre None of these Don t know Total people responded to the question, which allowed multiple responses. In total there were 3433 responses to the question. 6 Religion and belief in HE: the experiences of staff and students

11 Executive summary Table 2.2 Institutions responses to monitoring student religion or belief identities Number Percentage On forms when you applied to the university/college As information you are asked for when you access services at university/ college On university/college surveys On enrolment at the university None of these Total people responded to the question, which allowed multiple responses. In total there were 4701 responses to the question. HEIs currently collect data on staff and students in a number of ways. These systems could be updated to gather information on religion and belief, which will support HEIs in England, Scotland and Wales to meet the new public sector equality duty. Teaching and learning The overwhelming majority of students reported themselves satisfied with both the content and the teaching of their courses. There is a level of variety among students by religion or belief group as to how far course content and teaching are seen to be sensitive to their religion or belief. There are also differences between how students feel about the degree of sensitivity to their religion or belief in course content and in approaches to teaching that content. Given the centrality of these matters to the core business of HEIs, there is likely to be value in future investigation into the intersections between the curriculum, teaching, and religion or belief. The research reveals that some staff members are uncomfortable when confronted with decisions about the appropriate use of, or reference to, religion or belief-related materials. One institution has developed some guidance in these matters; there may be value in further work to uncover good practice in this area. July

12 Executive summary Dietary matters Although most staff and students have no dietary requirements related to their religion or belief, and are satisfied with provision at their institution, there are a number for whom the availability of appropriate catering is an issue. The research indicates that most individuals are content when there is a good range of food available that meets all dietary requirements across all catering provision. Generally speaking, staff and students would welcome a more consistent approach to labelling, including indicating whether or not food is halal or kosher and how animals have been slaughtered. Alcohol The availability and use of alcohol in a variety of settings is an issue for many staff and students. While this is not an issue solely related to religion or belief, many religious groups particularly international students with religion or belief commitments find that the almost ubiquitous presence of alcohol and the relative lack of alternatives increases their isolation and can lead to them feeling excluded. In some HEIs, this is particularly the case during induction or freshers activities. Accommodating religious observance Many HEIs seek to ensure that institutional procedures take account of the diversity of religion or belief on campus, for example by timetabling academic assessments to avoid religious holy days. Prayer, worship, meditation and celebration Most HEIs organise their academic year based around the calendar of public holidays, which itself aligns broadly with the western Christian (or Gregorian) calendar. This can be challenging for students and staff of other faiths (and sometimes Orthodox Christians) who wish to celebrate holy days and religious festivals. ECU recommends that HEIs endeavour to take major festivals into account when arranging examination and holiday timings. It is unclear how far calendars that set out religious holidays and festivals are being utilised. This can mean that students may be forced to miss elements of their course if they wish to absent themselves in order to make religious observance. For staff, this can mean adjusting working patterns to accommodate 8 Religion and belief in HE: the experiences of staff and students

13 Executive summary observances such as extended lunch breaks for prayer which can cause resentment from other colleagues, and concern about how other staff view this adjustment. The provision of space for prayer, worship, meditation, contemplation and celebration is valued. Sensitive consideration is needed of how such space is allocated and managed to ensure fair access by all religion or belief groups. Some HEIs regularly use religious, mainly Christian, buildings to accommodate examinations or degree ceremonies. This may result in members of other religion or belief groups feeling uncomfortable. A number of HEIs incorporate prayer (and occasionally hymns or acts of worship) within the fabric of institutional activities such as graduation ceremonies. Although in principle this might be thought to give rise to inequality between religion or belief groups, there is little evidence to suggest that this a problem for the majority. However, a small minority especially those of no religion voiced concern, and where attendance is mandatory at events that also include acts of worship, this can cause resentment and be a source of anxiety. There appears to be some inconsistency in terms of which religion or belief celebrations are recognised and celebrated by HEIs and/or students unions. Some participants felt that decisions about which festivals to celebrate are made with no clear rationale, and expressed concern about the potential inequalities arising from this. The research shows that religion or belief societies are particularly valued by many students and by some staff as an important part of their support networks. Religious dress and symbols Relatively few participants in this study wish to wear religious dress or symbols. However, the research shows that those who do wish to observe certain dress codes can experience challenges while in higher education, particularly in programmes of study in medical or health-related disciplines, where clothing must meet health-and-safety requirements. This can cause students July

14 Executive summary some anxiety as they negotiate the tension to satisfy their own conscience and the requirements of the course. Many HEIs require all staff and students to have photographic identity cards. This can pose issues for those female Muslims who cover their face. Some HEIs have developed and implemented policies and procedures that enable alternatives to photographic identity cards for this group. Where HEIs have done this, there is clarity for all about the processes for identification, and this ensures that no individual experiences discomfort when providing proof of identity. Discrimination and harassment Some evidence exists of discrimination and harassment of particular groups on campuses, for example, the Community Security Trust s report Antisemitic incidents January June 2009 (CST, 2009). However, there has been little systematic work to identify issues of discrimination and harassment across different religions or beliefs, or the extent to which institutional responses to incidents of discrimination and harassment on grounds of religion or belief might differ. Levels of discrimination and harassment The overwhelming majority of respondents reported that they feel valued by their institution and that they had not experienced harassment or discrimination. However, some patterns emerged from the data in relation to the experiences of particular religion or belief groups. As few monitoring data are collected on individuals religion or belief identity, or on the number of incidences across the sector, it can be difficult to assess the level of discrimination and harassment within higher education in relation to other surveys. There may be a case for further research to explore this issue in more depth. Types of discrimination and harassment While the research did not find discrimination and harassment to be particularly prevalent across the sector, respondents raised a number of incidents where it had taken place. Participants reported experiencing both direct and indirect discrimination and a variety of forms of harassment. 10 Religion and belief in HE: the experiences of staff and students

15 Executive summary Institutional responses Many HEIs have complex structures, systems and policies, and there can be challenges in coordinating an institutional approach to religion or belief issues. Institutional practices and policies are commonly produced by a range of institutional stakeholders (senior management, human resources, student support departments, students unions, trade unions, chaplaincies and pastoral care departments, independent multi-faith centres and inter-faith organisations and programmes and, of course, academics and students themselves), and this picture is more complicated still in institutions with more federated structures. Procedures are generally in place for incidents of discrimination and harassment to be reported. However, these procedures are not always given a high profile, and formal reporting of incidents appears to be infrequent. There is a variety of sources of support for students with regard to religion or belief. These include academic staff, counsellors, students union advisers, chaplaincy staff and other faith advisers. Students unions commonly have a formal role in advocacy relating to discrimination and harassment; however, not all students are aware that this is the case, and not all feel that religion or belief issues will be taken seriously by their students union. Staff have fewer specific sources of support than students, but many HEIs provide dignity or equality advisers in addition to normal line management arrangements. Policies that deal with quite a wide range of issues of discrimination and harassment are generally in place, but HEIs deal with the issue of religion or belief in a number of different ways. July

16 Executive summary Good relations While there is no commonly understood definition of good relations, there are a number of criteria that might be denoted as evidence of good relations (Johnson and Tatum, 2009). Segregation and separation may be aligned with the extent to which good relations between faith or belief groups are fostered on university campuses. Interactions between members of religion or belief groups The extent to which segregation or separation of members of different religion or belief groups exists may be a good indicator of how far good relations are evident. The research revealed that many HEIs actively seek to promote good relations through shared activities. Tensions between different protected characteristics The research indicates that in some cases there are tensions between religion or belief and other protected groups within higher education. Of particular note is the tension between religion or belief and sexual orientation. Freedom of speech The overwhelming number of participants in the study believe that freedom of speech is valued within their own HEI. This is mirrored by the high numbers who feel comfortable in expressing their religion or belief on campus, although fewer feel comfortable with seeking to promote their particular religion or belief as something that others might consider adopting or following. 12 Religion and belief in HE: the experiences of staff and students

17 Recommendations This UK-wide research into the experiences of staff and students in higher education with regard to religion or belief is intended to inform further development of inclusive policies and approaches to meet new legislative requirements and good practice. The sector is currently dealing with issues relating to religion or belief in a careful and thoughtful manner with clear awareness of the law. The majority of staff and students are satisfied with the way in which their institution handles religion or belief issues. However, there are tensions and issues that HEIs and the sector as a whole may wish to examine further. It is important to recognise that institutions are likely to find themselves in the position of balancing the competing demands of different stakeholders. A number of reflective questions presented in this report are designed to help HEIs, and the sector as a whole, develop strategic plans to address the issues identified by this study in a way that is appropriate for the institution and meets the law. They will provide the sector, HEIs and practitioners with a structure for thinking about some of the issues raised. Many of the findings here will stimulate thinking within the context of a single institution. However, there are also a number of key issues that would benefit from further consideration at the sector level. = = The need for national (and local) monitoring data the lack of such data on the religion or belief make-up of the staff and student body in HEIs makes it difficult to link the findings of this research to more general data. The overwhelming majority of participants in the study indicated that they would be willing to provide information about their religion or belief as long as a clear rationale is given for collecting the data. = = The position of alcohol in the student experience alcohol clearly has an important part in the culture of (undergraduate) students, and this is unlikely to change as the result of any policy initiatives on behalf of the sector. However, this study suggests that for some students, particularly those with a religion or belief, the position of alcohol in many student activities acts as a barrier to participation. Many HEIs, students unions and chaplaincies are aware of this and provide alternatives. The sector may wish to explore how these alternatives are working, and continue to discuss the appropriate place of alcohol in the student experience. July

18 Recommendations = = Freedom of speech although the majority of staff and students expressed a belief that freedom of speech is valued, some staff have concerns about how to balance the right to freedom of expression with sensitivity to individuals religion or belief. = = The curriculum this provides a space for individuals and groups to encounter and explore a range of issues relating to religion or belief. Issues may emerge across all disciplines, from theology to engineering, and there may be value in thinking further about how to support teaching staff in dealing with the intersection between religion or belief and the curriculum. 14 Religion and belief in HE: the experiences of staff and students

19 Reflective questions Throughout this report, a number of reflective questions are posed. These are designed to provide the sector, HEIs and practitioners with a structure for thinking about some of the issues raised. All the questions are gathered together here. Participation and access = = Should your institution start to gather more data in relation to religion or belief? = = Should the collection of religion or belief data be compulsory or voluntary? = = When collecting religion or belief data, should your HEI use the categories in the census? = = What role should HEIs take to support teaching that is both aware of religion or belief positions and sensitive to how they may intersect with the curriculum? = = Can food be labelled more appropriately to enable people with religion or belief to make more informed decisions about what they eat? = = How far do your HEI s catering arrangements meet the needs of students and staff, given the diversity of dietary requirements? = = Should the students union and institution routinely provide nonalcoholic options in the programme at freshers events? = = Should your HEI review the place that alcohol has within the institution? = = Is there value in providing alcohol-free alternatives that engage students and staff from all religion or belief groups? Religious observance = = When planning the academic timetable, in what ways can your institution accommodate individuals requirements for religious observance? = = Is the institution prepared for the fact that in 2015 and 2016 the Muslim fasting month of Ramadan will fall during the traditional exam period? Would any changes in policy or practice have wider implications for other religion or belief groups? = = Under what circumstances is it appropriate for the institution to use religious buildings? How do staff and students of different religions or beliefs feel about this decision? July

20 Reflective questions = = If your institution is church-related or Christian faith-informed, how far does it expect staff and students to participate in religious elements of institutional activities? How does the institution communicate these expectations? = = How far are acts of worship integrated into institutional business? How does the institution accommodate individuals who do not share the institutional religion or belief position? = = What provision does your institution make available for worship, meditation, prayer and celebration space? How is this space allocated and how are priorities decided between different groups? = = How is information about institutional facilities for worship, meditation, prayer and celebration communicated to new staff and students? = = What religion or belief occasions does your institution celebrate/ mark? How have these celebrations been chosen and have any religion or belief positions been left out? = = Does your institution provide clear guidance around religious dress codes? Do these address potential conflicts with health and safety requirements? = = Does your institution have a clear policy about the use of photographic identity cards? Should alternative procedures be put in place for those who wish to cover their face as part of their religious observance? Discrimination and harassment = = What measures has your institution taken to prevent the creation of a hostile atmosphere, in line with the requirements of the Racial and Religious Hatred Act 2006? Are these measures merely reactive, or are they in line with the positive equality duty to foster good relations? = = Do your institution s equality and diversity policies include policies around religion or belief? How have these changed or developed in the light of recent changes in legislation? = = Which stakeholders should be consulted when developing institutional policies around religion or belief? = = What are your institution s obligations when harassment occurs in different contexts and locations (for example, classroom or cafeteria, university property or students union property, students union event or private gathering)? Are current regulations sufficient to deal with these complexities? 16 Religion and belief in HE: the experiences of staff and students

21 Reflective questions = = Should your HEI do more to raise the profile of policies and procedures in relation to addressing discrimination and harassment on the grounds of religion or belief? If so, what practical steps can be taken? = = Does the sector need to explore further the approaches used to collect data on religion or belief and on incidents of discrimination and harassment on the grounds of religion or belief? = = Should your HEI work with community organisations such as the Community Security Trust to feed into broader community-based reporting mechanisms? = = How can your institution, students union and chaplaincy work together most effectively to deal with religion or belief issues? Good relations = = Should your institution develop policies and strategies to facilitate good relations between members of different religion or belief groups? = = Can the sector develop any further guidance and models of practice to help HEIs deal with complex issues around the tensions between different protected characteristics? = = What effects do certain sorts of discourse (and in some cases, harassment and discrimination) have on the ability of others in a university community to practise their right to freedom of speech? Does this have an impact on their right to express their belief or religion on campus? = = What is the difference between freedom of speech and academic freedom? Should different regulations apply in the context of the curriculum versus extracurricular activities at university? = = When tensions between equality strands occur, what tools exist (or should exist) within HEIs to resolve them? = = Should HEIs or the sector as a whole develop clearer guidelines about attempts to bring others over to your point of view? The purpose of such guidelines could be to clarify commitments to freedom of speech and to sharpen definitions of what actually meets the legal definition of harassment. July

22 1 Introduction A range of religious and other kinds of beliefs have always played an important role in UK higher education. Many higher education institutions (HEIs) were founded as religious institutions and retain this heritage in a variety of ways. Conversely, there are also many institutions that were founded in a self-consciously secular tradition and whose culture reflects this position. Regardless of their institutional ethos, HEIs have had to address shifts in the role and nature of religion and belief in wider society. Since the second world war, the UK has become increasingly multi-ethnic and multi-faith, which has meant that staff and student populations in higher education are increasingly diverse. In higher education, this process has been extended further by a growth in international students, who have brought an even broader range of religion or belief positions. Alongside the increasing diversity in religion or belief among its population, higher education has also seen, and been part of, a series of socio-cultural shifts in the place of religion or belief in UK society. Secularising trends have been met with countertrends such as the growth of religiously based schooling. Legal changes have established religion or belief as an equality strand with a protected characteristics status in law. For UK higher education, these changes are challenging and require thoughtful responses. This report describes the findings of an empirical investigation into the experiences of staff and students in higher education, and provides questions that HEIs may reflect on in supporting their staff and students on campus. The report is based on four research themes: participation and access, religious observation, discrimination and harassment, and good relations. The project team analysed data collected during the study under these themes. Where other issues emerged during the study, these are discussed in terms of areas for further work. 1.1 Background During the 1990s and 2000s there was a broad social, political and legal debate around the intersection of discrimination and religion or belief. As part of that debate, in April 1999 the Home Office commissioned research into Religious discrimination in England and Wales (Weller et al, 2001). Although that project was broader in focus, and engaged with religious organisations and individuals rather than with HEIs specifically, it included some attention to higher education. The project s final report highlighted the following findings in relation to unfair treatment on the basis of religion in HEIs: 18 Religion and belief in HE: the experiences of staff and students

23 1 Introduction = = two-thirds or more of Muslim organisations reported unfair treatment from other staff and students in higher education, and from the policies and practices of HEIs = = unfair treatment from other students was also mentioned by two-thirds or more of Jewish and Sikh organisations, and by five of the seven black-led churches answering this question = = while over 40% of Christian organisations mentioned unfair treatment from other staff and students, only around half this proportion said their members had experienced unfair treatment from the policies and practices of HEIs Soon after this research, the National Association for Teachers in Further and Higher Education published Discrimination on the grounds of religion or belief (NATFHE, 2002). This helped HEIs prepare for the introduction, in 2003, of the employment (religion or belief) regulations, which brought obligations for HEIs relating to religion or belief, both as employers and providers of vocational training. These regulations came in the wake of the implementation, in 2000, of the Human Rights Act 1998, which, for the first time in the UK outside Northern Ireland, introduced legal responsibilities concerning religion or belief for public bodies, including HEIs. In response to the regulations, ECU (2005) issued its guidance on Employing people in higher education: religion and belief. Other relevant legislation has since come into force, including the Religious and Racial Hatred Act 2006, prior to which Universities UK, ECU, and the Standing Conference of Principals issued a policy and practice document entitled Promoting good campus relations: dealing with hate crimes and intolerance (Universities UK et al, 2005). Subsequently, the Equality Act 2006 came into force, which has recently been further updated, integrated and consolidated by the Equality Act The Equality Act 2010 reforms and harmonises discrimination law in the UK and strengthens the law relating to equality. The Act makes it unlawful to discriminate against anyone on grounds of one of nine protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief (including lack of belief), sex, and sexual orientation. Significantly, the Act introduces a new July

24 1 Introduction public sector equality duty, covering religion and belief, in relation to which HEIs must show due regard to: = = eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Act = = advance equality of opportunity between people who share a relevant protected characteristic and people who do not share it = = foster good relations between people who share a relevant protected characteristic and people who do not share it In what is still a developing area of policy and law, there remains some contestation around what is appropriately included in and excluded from definitions of belief under the law. The case of Grainger plc and others v. Nicholson suggests that for a philosophical belief (including, in this case, philosophical belief on climate change) to afford this protection, it must: = = be genuinely held = = be a belief and not an opinion or viewpoint based on the present state of information available = = be a belief as to a weighty and substantial aspect of human life and behaviour = = attain a certain level of cogency, seriousness, cohesion and importance = = be worthy of respect in a democratic society and not incompatible with human dignity and/or conflict with the fundamental rights of others The Employment Appeal Tribunal (EAT) in this case accepted that although support for a political party would not be considered a philosophical belief, belief in political philosophies such as socialism, Marxism, communism or free-market capitalism might qualify. Further to this, the EAT noted that a racist or homophobic political philosophy would not qualify as a philosophical belief as the belief must be worthy of respect in a democratic society and not incompatible with human dignity. The EAT accepted that a philosophical belief could be based entirely on scientific conclusions. The EAT gave the example of Darwinism, which it said must plainly be capable of being a philosophical belief. 20 Religion and belief in HE: the experiences of staff and students

25 1 Introduction For further information on the legal context in the UK, see the ECU religion and belief law pages: For discussions of the broader research evidence relating to religious discrimination in Britain over the past decade, see Weller s (2011) review of relevant evidence over the decade Academic interest in the place of religion or belief in UK higher education has grown alongside these policy developments. An unpublished UK-wide survey of HEI policies relating to religion and chaplaincy provision fed into Higher education and student religious identity (Gilliat-Ray, 1999). Religion in higher education: the politics of the multi-faith campus (Gilliat-Ray, 2000) continues to provide a strong foundation for discussion of religion or belief in higher education. More recently, the Higher Education Funding Council for England (HEFCE) commissioned the religious literacy leadership in higher education project ( for which a phase one programme evaluation and a number of case studies for promoting reflection and leadership action have been published (Dinham and Jones, 2010, 2011). Within the religion and society programme of the Arts and Humanities Research Council (AHRC) and Economic and Social Research Council (ESRC), there is an ongoing project on Christianity and university experience in contemporary England ( A more detailed review of the relevant academic literature is provided in appendix 4 ( publications/religion-and-belief-staff-and-students-in-he). 1.2 Aims This study examines the experiences of staff and students with a religion or belief in higher education through four themes: = = participation and access = = accommodating religious observance = = discrimination and harassment = = good relations These themes were developed through an examination of previous research and ongoing work with institutions, unions, student-led religion or belief organisations and other stakeholders. July

26 1 Introduction At the outset it is important to make clear that, in addressing matters relating to religion or belief (including discrimination or harassment on these grounds), belief in this sense includes non-religious as well as religious beliefs. This follows equality and human rights law and related policy and practice Participation and access HEIs, students unions and students societies have a role in ensuring that all staff and students can participate fully in higher education. With no previous legal obligation for HEIs outside Northern Ireland to monitor matters related to religion or belief, there is little evidence of the extent of participation across the sector. The research explores: = = the reported experiences and perceptions that staff and students have of being able or unable to participate in higher education because of their religion or belief = = how staff and students perceive their religion or belief to affect their social, academic and employment interactions on campus = = whether the religion or belief of a member of staff or a student influences their choice of HEI = = whether staff and students are comfortable in disclosing their religion or belief = = how staff and students of different religion or belief perceive they are able to contribute to the design and delivery of their HEI s policies and practices Accommodating religious observance Many HEIs seek to ensure that institutional procedures take account of the diversity of religion or belief on campus, for example by timetabling academic assessments to avoid religious holy days. The research explores: = = how comfortable staff and students are in expressing and/or observing their religion or belief on campus = = how staff and students perceive their HEI to accommodate their religious observance = = what reactions, if any, a student or staff member who uses targeted or inclusive services for religion or belief, or other inclusive arrangements implemented by the HEI, receives from staff or students 22 Religion and belief in HE: the experiences of staff and students

27 1 Introduction Discrimination and harassment relating to religion or belief Some evidence exists of discrimination and harassment of particular groups on campuses, for example, the Community Security Trust s report Antisemitic incidents January-June 2009 (CST, 2009). However, there has been little systematic work to identify issues of discrimination and harassment across different religions or beliefs, or the extent to which institutional responses to incidents of discrimination and harassment on grounds of religion or belief might differ. The report explores the experience of discrimination and harassment across different religions or beliefs within higher education, and what kinds of policies and procedures are currently in place to address this. This includes: = = the extent to which staff and students are aware of, and making use of, institutional procedures for issues of discrimination and harassment on campus, including, for example, reporting and responding to incidents = = staff and students reasons for not making use of such procedures, where this is the case = = the extent to which staff and students make use of external support mechanisms, for example, national or local faith community bodies = = what can be done to support HEIs in establishing robust reporting and evidence-gathering systems for discrimination and harassment = = what can be done to encourage staff and students to use institutional reporting procedures = = how HEIs respond to reported incidents of discrimination and harassment = = the role that students unions play in reporting and dealing with incidents of discrimination and harassment July

28 1 Introduction Good relations While there is no commonly understood definition of good relations, there are a number of criteria that might be denoted as evidence of good relations (Johnson and Tatum, 2009). Segregation and separation may be aligned with the extent to which good relations between faith or belief groups are fostered on university campuses. This research explores: = = interactions between religion or belief groups on campus and with groups off campus, and the roles of chaplaincies in facilitating these relations = = conflicts between equality strands and the extent to which institutional policies and procedures ensure equal rights for all while maintaining an individual s right to express their identity by adopting a religion or belief stance = = freedom of speech, including the extent to which staff and students are able to maintain religious tolerance and nondiscriminatory practices while ensuring individual rights to freedom of expression 1.3 Methods The research methods used for this project took into consideration institutional contexts and backgrounds to religion and belief issues to ensure sensitivity to the issues involved. The project utilised the experience of the project stakeholder group in designing all research approaches. The methods used included: = = an online project survey = = participation in project focus groups = = institutional interviews = = a literature review = = work with religion or belief societies and student unions Full details of the research approaches adopted and the rationale for selection of the sample can be found in appendix 1. The project sought to collect a large number of experiences of staff and students through the surveys, and to develop a comprehensive picture of the issues within each HEI. Case studies included observation and the collection of documentation as well as interviews or focus groups. 24 Religion and belief in HE: the experiences of staff and students

29 1 Introduction Participation in the fieldwork It is important to note that this survey was not intended to be statistically representative, as there is a current lack of the data in higher education that would allow the necessary sampling to take place. Because of the impossibility of constructing a precise sample, readers should not attempt to extrapolate figures and percentages given in this report across the sector as a whole. Table 1.1 Student survey responses by religion or belief group Number Percentage Christian No religion Muslim Spiritual Pagan Buddhist Hindu Jewish Other Sikh Uncodable Total 3935 * * may not total exactly 100% due to rounding July

30 1 Introduction Table 1.2 Staff survey responses by religion or belief group Number Percentage Christian No religion Spiritual Muslim Other Hindu Pagan Buddhist Jewish Sikh Uncodable Total 3077 * * may not total exactly 100% due to rounding 26 Religion and belief in HE: the experiences of staff and students

31 1 Introduction Case studies For the purposes of this research, the study, following Gilliat-Ray (2000), distinguished between four broad categories of higher education institution: = = collegiate ancient universities = = redbrick universities = = new universities = = university colleges (colleges of higher education), including church colleges The sample included two HEIs in each of the redbrick, modern, and university college (college of higher education) categories and one collegiate ancient university. Institutions were selected to ensure a geographical spread, including one in each of the four countries of the UK. Due to the sensitive nature of the research, anonymity has been maintained for all participating case study HEIs. July

32 2 Participation and access This chapter considers the extent to which staff and student voices are used to influence services, and the extent to which individuals feel empowered to participate in certain aspects of university life. In defining participation and thinking about access and empowerment, this research draws on the definition of Sidorenko (2006) of participation as the process of taking part in different spheres of societal life such as political, economic, social, cultural and other aspects of life. This definition is closely linked to the concept of empowerment and, within this concept, participation can take a number of forms, including: = = direct participation = = representational participation (for example by selecting representatives from membership-based groups and associations) = = political participation = = information-based participation (for example through consultation activities that allow views to be expressed as data communicated to decision makers) 2.1 Data collection and consultation Opportunities to contribute data or information to decisionmaking processes are key to participation in this case about academic and social provisions that take appropriately sensitive account of religion or belief Monitoring Outside Northern Ireland, data on the religion or belief orientation of staff and student populations is not routinely collected at a national level across HEIs, although some HEIs do undertake such collection. Not only does the absence of such data across the sector make the research design and analysis of the data difficult (as there are no wider-sector benchmarks in these matters), it also makes it difficult for individual institutions to judge appropriate responses and to monitor the effectiveness of any measures taken. The research sought to give an indication of the extent to which individual organisations routinely collect data on staff and student religion or belief identities. 28 Religion and belief in HE: the experiences of staff and students